iajah_v1_i2_320_346.pdf - International Academic Journals

International Academic Journal of Arts and Humanities | Volume 1, Issue 2, pp. 320-346

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INFLUENCE OF SELECTED PSYCHOSOCIAL

CHALLENGES ON ACADEMIC PERFORMANCE

AMONG FIRST YEAR STUDENTS IN KENYATTA

UNIVERSITY, NAIROBI COUNTY

Julia Gakii Muthuuri

Master of Arts Degree in Counseling Psychology of Kenya Methodist University,

Kenya

Dr. Zipporah Kaaria

School of Education and Social Sciences, Methodist University, Kenya

Dr. Leunita Makutsa Makila

Kibabii University, Kenya

©2021

International Academic Journal of Arts and Humanities (IAJAH) | ISSN 2520-4688

Received: 20th August 2021

Published: 25th August 2021

Full Length Research

Available Online at: https://iajournals.org/articles/iajah_v1_i2_320_346.pdf

Citation: Muthuuri, J. G., Kaaria, Z., Makila, L. M. (2021). Influence of selected

psychosocial challenges on academic performance among first year students in Kenyatta

University, Nairobi County. International Academic Journal of Arts and Humanities, 1(2),

320-346

https://iajournals.org/articles/iajah_v1_i2_320_346.pdf


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ABSTRACT

University students face numerous

psychosocial challenges that contribute to

poor academic performance. The purpose

of the study was to examine the influence

of selected psychosocial challenges on

academic performance of first year

students in Kenyatta University. The study

was guided by three objectives: to examine

the influence of relational factors on

academic performance of first year

students in Kenyatta University, to

determine the influence of emotional

stability on academic performance and to

identify strategies that can be used to help

the first year students to overcome

psychosocial challenges affecting their

academic performance. The study was

guided by Social Learning Theory and

Cognitive Behavioral Theory. The study

adopted descriptive survey design,

stratified sampling techniques were used to

select 560 students’ respondents from

target population which were first year

students at Kenyatta University. Data

were gathered utilizing an interview and

questionnaire routine. The study used

descriptive to analyze the questionnaire

and the interview guide while the multiple

linear regression model was used to

analyze quantative date with the aid of

SPSS. The findings of the study were

presented in tables and pie charts.

Qualitative data was analyzed using

content analysis and presented verbatim as

per the objectives of the study. Validity

was ensured by using standard data

collection tool and method hence ensuring

that data obtained represent variable of the

study. A pilot study was performed to

identify and identify any issues not readily

understood or poorly built. The study used

the test-retest-method to ensure reliability.

The study found that first-year students

face multiple difficulties concerning

relational and emotional issues. Some of

the most common problems in the study

were time, workload and expectations for

the two cohorts, balancing relationships

with peers, meeting academic performance

expectations, freedom of choice in course

selection and personal inhibitions such as

feelings of loneliness and depression

among others. The study further found that

based on the selected psychosocial

challenges affecting the academic

performance of first-year students in

Kenyatta University, interventions

addressing these issues had already been

put in place and they include: Often

psychological and evaluations, time-bound

treatment, emotional support, personal

development groups or references to

external psychological services, are the

student counseling services given. Social

integration has been utilized to help

solitude and relationship difficulties. This

is done by encouraging students to engage

in any academic, cultural and sporting

activities. The university also offers

orientation programs for students joining

the university. The institution provides a

culture of university and also gives the

students advice concerning the university.

To enhance the effectiveness and

efficiency of the programs in place, the

University has taken measures to widen

the scope of their focus in future by

providing programs during the orientation

week for first year’s students to get to

know each other.

Key Words: psychosocial challenges,

academic performance, relational

factors, emotional stability, workload

and expectations, freedom of choice,


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psychological services, counseling

services, Social integration

INTRODUCTION

Globally, 1 out of 10 (20%) of the young people joining University are likely to encounter at

least one psychosocial challenge. These psychosocial challenges are likely to pose a

significant threat to academic performance. Half lifetime people experience psychosocial

disorders such as stress related disorders for example anxiety, panic, adjustment and

depression among others this may start before the age of 14 years, and 75% at the age of

24 years (WHO, 2015). Studies done in Canada and USA have shown that psychosocial

challenges among the students joining universities are increasing (Jellinek, Murphy, Pagano,

2015). In African countries, such as Nigeria, Ghana, Uganda and Tanzania, the scenario of

psychosocial challenges and its care system is worse compared to developed countries.

Similarly, there are few related studies done on psychosocial challenges amongst first year

students in universities in Kenya and may not represent the current situation. In Kenya, 14–

30% of adolescent students joining University are assumed to have psychosocial health

problems which affect their academic performance (Gurung, 2015). And also exposure to war

conflicts may pose considerable threat to the optimal development of a child thus likely to

affect school adaptation as these challenges pose considerable threat to academic

performance.

First-year University students might face numerous psychosocial challenges, for instance,

academic demands, high expectations, the pressure to do well, homesickness, peer pressure,

increased freedom among other challenges. This may lead to risky behaviors that are likely to

affect their academic performance (Kadison & Digeronimo, 2014). Research shows that

majority of first year students seem not ready for the social and emotional demands of the

University ( (Calvete, & Connor-Smith, 2016). It is crucial to highlight that the social

factors that may interrupt or enrich the quality and efficiency of learning impact the

psychological environment of learners (Ferre, 2019). The challenge is how to handle and

study in an atmosphere that is not safe, secure in emotional terms and that enables academic

achievement. Motivation, social control, auto-regulation are essential factors in the learning

of the classroom (Zins et al., 2014). Students must thus be encouraged, directed and learn

how to control their feelings.

Many students may find it very hard to form relationships due to lack of social interaction

before college life. It is very important to get along well with other students so as to live in

harmony. Due to the differences in attitude, personality, culture, and ethnicity, it is likely for

them to have various challenges. They may feel confused, nervous, pressed, lonely and

unsafe or even have the various crises (Cohen, 2016).

Most of the first year students who were outstanding in their high school Might suddenly start

to perform poorly during their first year of study. Some may drop out of school others change


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courses for example from sciences to art based. On the other hand, Government sponsored

students who are the majority in public universities are not given a chance to pursue a

specialty based on their interest, they find themselves taking courses that are far from their

dreams and deviates too much from their future completion, there may be loss of interest and

motivation in their specialties (Calvete, & Connor-Smith, 2016).

University students go through many challenges and academic demands, for example being

away from family may contribute to loneliness, depression, and stress. Developmental

challenges, increased freedom, inability to make decisions, challenging family beliefs,

engaging in risky behaviors and pressure to do well (Kadison & DiGeronimo, 2014).

University students have interpersonal relationships, including the teacher-student

connection, student-student relationships, roommate relationships and love relationships.

Other students with diverse lifestyles, attitudes, financial situations, hobbies and traits

surround themselves in the first year. Solitude and sadness can happen among students if they

have poor interpersonal communication skills or a communication barrier (Gurung, 2015).

Freund relationships with others can be difficult since external stress factors that harm them

(Rob & Callahan, 2011). Low academic performance is a key contributor to the student stress

level and leads to the fear of failure and expulsion. Depression can cause absenteeism and

desperate sentiments, which interfere with healthy study habits, and subsequently further

decrease academic performance (Lakey en al, 2015).

Most of the university's high school pupils may lose dominance over the various university

competitors. This contest might lead to a sense of defeat, severe psychological problems,

inadequacy and deception in a research (Calvete, & Connor-Smith, 2016).

Statement of the Problem

First-year students comprise a large proportion of students who struggle because of specific

psychological problems to cope with their academic burden. Most students are underprepared

for University life and do not know how to cope with it (Jellinek, Murphy, Pagano, 2015).

The students become disturbed psychologically and socially, leading to poor performance.

Some of the psychosocial challenges that affect students are emotional and relational factors.

In this field a few research were carried out. These are studies by Kyalo on select factors

influencing social and universities adjustment of university graduate students of the

University of Egerton (2011) and by Wangeri (2013) on transitional challenges facing

university students at the first year. University of Kenya (2013). However these studies do

not seem to bring out clearly the issue of the influence of psychosocial challenges on

academic performance and specifically, they do not touch on emotional and relational factor.

Therefore, few related studies have been done in this area in Kenya. Hence, this study

intended to investigate the influence of emotional stability and relational factors on academic

performance in Kenyatta University, Nairobi County and also come up with interventions

that may help students to overcome the psychosocial challenges they face.


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Objectives of the Study

The study was guided by the following objectives:

1. To examine the influence of relational factors on the academic performance of first-

year students in Kenyatta University, Nairobi County.

2. To determine the influence of emotional stability on the academic performance of

first-year students in Kenyatta University, Nairobi County.

3. To identify strategies that can be used to help first-year students to overcome

psychosocial challenges affecting their academic performance in Kenyatta University,

Nairobi County.

Theoretical Review

Two ideas drove this study: social theory of education and cognitive behavior.

The main reason why I employed two theories in my study was to aid in organizing important

empirical evidence in order to establish a context for interpreting occurrences. Thus, diverse

theoretical views might often propose distinct methods or practical ideas, although based on a

set of actual evidence.

Social Learning Theory

Albert Bandura (1977) developed the theory of social learning, which is a cognitive process

which takes place in a social context (Bandura, 2002). The psychologist argument was that,

people learn behavior cycles from observation followed by imitation before they finally adopt

the new ways in a process referred to as observational learning. The behavior of human

beings is a consequence of sustained interactions taking place in the cognitive, social and

physical environment. Change of social behaviors is first processed in the mind when an

individual observes the behavioral patterns of others. In the observation, the individual also

takes mental notes on the consequences of the said actions before making a decision to

imitate them (Bandura, 2002). They may then develop a model of applying them in the

process which may lead to being assimilated into new social behaviors.

In the campus setting, most first-year students may not have social stands and can easily copy

the various behavior patterns of other students in other years. They then try to fit into the new

system by directly imitating what the seniors are doing. They may frequent the social places

that were previously unknown to them. Use of new language patterns especially the adoption

of slangs, fashion change follows. The first year may not be easily distinguished from the

rest. The danger comes when these new lifestyles which have just been fixed in their lives

affect their studies. They might also experience challenges in trying to normalize it. And this

can lead to distraction from their academic work.


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Psychosocial difficulties and other related constructions play a key part in adapting to

university life through the social environment in this study. Therefore, the dynamic character

of SCT can reflect the flexibility necessary to respond to stresses and accommodate changing

requirements and give a framework for understanding resilient behavior. The specified

elements, namely connection and emotional stability, affect academic achievement in

schools. This hypothesis, thus, was proven beneficial to comprehend how psychosocial

difficulties might affect academic achievement.

Cognitive Behavioral Theory

Cognitive Behavioral Theory is a type of psychotherapy that helps people to change

unhelpful or unhealthy thinking habits, feelings, and behaviors. It covers the integration of

cognitive and emotional states to ultimately influence behavior. An individual’s thoughts

have an impact on what they feel and how they behave. Thus, a mindset that creates negative

thoughts, in the end, has negative feelings with an equal effect on the behavior. The concept

was developed by Albert Ellis (1960) who indicated that cognitive behavioral therapy (CBT)

can be used to treat people with a wide range of mental health problems. University students

have an above average cognitive ability which implies that they can manage to control their

own thought processes. Normally, the end behavior patterns can be traced to the mental

perceptions absorbed within their minds. A first-year student who perceives alcohol drinking

as a good behavioral idea may end up trying to emulate the patterns from friends. The student

may become used, hence in the process taking this up as a trait. Another student may form a

cognitive perception of a bad living habit which they avoid thus adopting a lifestyle from

his/her peers.

The process, therefore, breaks down to how they first form the thoughts, the influence of such

on their behavior and finally the impact on their academic performance. Albert Ellis (1960)

developed a sub-field of cognitive behavior theory named Rational Emotive Concept. In this,

he argued that every individual had their own set of assumptions that guided their own

perception on given behavioral traits. Albert Ellis (1960) recognized that most people bear

irrational thoughts that may lead them into adopting behavior that is not against accepting.

This may describe the life of a first-year University student, he/she joins University knowing

well the difference between good and bad behavior. In the end, due to influence and irrational

thinking, they might end up imitating those traits that affect their academic life negatively.

This happens despite them having exceptional cognitive abilities.

RESEARCH METHODOLOGY

Study Design

A descriptive research design was employed in this study. The descriptive design according

to Kothari (2014) allows the investigator to explain the existing or existing circumstances of

record, evaluate and report. Descriptive research is aimed at obtaining information about a


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phenomena and drawing a valid conclusion from the data. The descriptive survey frequently

seeks to characterize or define an issue, using the stated factors to create a profile of the

collection of issues, individuals or events. Orodho (2015) states that descriptive design is

used when collecting information about people, attitude, opinion, habits, education and social

issues. Specifically, the study used both quantitative and qualitative research methods in the

collection, measurement and analysis of its data.

Study Area

The study took place at Kenyatta University. The main campus of Kenyatta University is in

Kahawa County, Nairobi County, on the road, about 18 kilometers north-east of Kenya

Capital District Nairobi, Nairobi-Thika Road.

There were almost 75,000 students at the Kenyatta University. About 35,000 students and

institutional institutions, including as Kitui, Mombasa and Ruiru, were open learners and

attended other campuses. The students were around 10,000 on the main campus, with 10% of

the population in 2017 being the first year students.

Target Population

The target population is defined as all members of a hypothetic or actual set of topics, objects

or persons to whom a researchers wish to generalize the findings of this study, as stated by

Creswell (2016). The study target demographic was first-year students at Kenyatta University

in 2017.

Sampling Techniques

Kenyatta University had approximately 5600 first-year students as per (Kenyatta University

strategic document, 2017). The study utilized random and stratified samples. This approach

includes stratifying population segmentation into homogeneous (groups with the same

features) (Creswell, 2016). Then, a random selection of participants from each strata was

completed. The strata were based on the department and then the male and female students

were sampled proportionally.

A sample of 560 respondents was taken using basic laminating and a random sampling

methods in their respective departments based on strata in graduate courses. This is according

to Mugenda and Mugenda (2018) who state that for a population of less than or equal to

10000 an appropriate sample percentage of 10-30% is a good population. Table 1: Sample Size

Department Target7 population7 Sample7 size7

Education 1030 103

Pure and Applied Sciences 720 72

Humanities 990 99


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Environmental 900 90

Business Studies 1110 111

Economics 850 85

Total 5600 560

Data Collection Procedures

Separately gathered and analysed quantitative and qualitative data. Quantitative information

was obtained using surveys and qualitative information was acquired via an interview guide.

In order to collect data on how relational and emotional stability factor influence academic

performance amongst student, the study used open and closed questionnaires. Similarly, to

gather qualitative data on the variables and identify strategies that can be used to help first

year students overcome psychosocial challenges affecting their academic performance in

Kenyatta University, Nairobi County and the study employed the use of in-depth interviews

with the Dean of Schools at Kenyatta University.

Qualitative methods of research are of great use when it comes to providing rich descriptions

of complex phenomena. They are the follow-up of unique or unforeseen events; the

illumination of experience and interpretations of events by actor who have very different

stakeholder roles and roles. Quantitative techniques are often meant to summarize facts

supporting generalization about the studied phenomena.

In order to increase participation, the study questionnaire was delivered by the researcher,

using the research staff, throughout the day of school and in the classroom. The researcher

described the methods and replied to the respondents with any concerns concerning

evaluation measures. To complete the surveys, students were allotted 30-40 minutes. As a

result, with the aid of properly trained research assistants, the researcher conducted the

questionnaire for the selected respondents. The researcher conducted face-to-face interviews.

Questionnaires for safe storage have been gathered promptly.

In order to reply to the study questions, a questionnaire was utilized to collect information

from respondents. Questionnaires refer to printed lists of questions that are used in gathering

people`s thoughts or feelings about an issue, product or service. Questionnaires can be

interviewer administered or answered by the respondents themselves (self-administered).

According to Kombo & Tromp (2016), a questionnaire is regarded as a highly convenient

way of collecting information within a shorter period of time from a large number of people.

As a list of topics, themes or fields to be addressed in a six-structured interview, Michael S. et

al (2014) provides an interview guide. The key informants (Dean of students) were provided

with the interview guide by the researcher. The main purpose for the interview guide was to

make meaningful inferences to the study.


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Piloting

Prior to the main data collection, pre-testing of questionnaire and interview guide was

conducted at Kenyatta University City campus, Nairobi. 20 respondents were used. The pre-

testing enables the researcher to assess clarity and ease of use of a questionnaire. The

researcher also identified the sensitive, confusing or biased item and modified it. Data

obtained from the pre-testing was used to amend the questionnaire before administration

during the actual day of data collection.

The valideity of the face validity pre-testing instruments is a useful approach to improve the

probability of face validity. There are two sorts of validity addressed and stated. Secondly,

the study used content validity exhaustively in the tools for data collection.

Validity was ensured by using standard data collection tool and method hence ensuring that

data obtained represent variable of the study. The validity of the instruments was assured

through discussions with experts in the subject matter, particularly with researcher`s

supervisor.

In particular the data collecting point included completeness of the questionnaires, readability

of the reports and validity of the replies over the whole study procedure. Data quality was

included. The quality control comprises data purification, validation and secrecy at the data

processing point.

Instrument reliability is the extent to which devices produce same findings in repeated tests.

Reliability is the propensity to coherence seen in repeated measurements (Carmines & Zeller,

2016). In order to find and discover any queries that were not understood or constructed

readily, a pilot research was carried out. The study employed the test-retest-method to

guarantee reliability. In order to assess dependability, the Cronbach alpha coefficient was

employed. A composite dependability value of 0.6 was judged to be sufficient for all

buildings and above all. The coefficient of dependability was 0.6 and higher.3.7

Data Collection Procedure

The data collection was carried out at Kenyatta University on the first year students. This was

done through questionnaires and interview schedule for the dean of schools, which was

issued by the researcher. The assistant was trained by the researcher before the data collection

days. A written consent was obtained from the participants and only those students who

consented to the study participated. The researcher also sought approvals from the national

council for science and technology (NACOSTI) in order to conduct the study.


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Data Analysis and Presentation

The analytical procedure included the editing, the coding and the entering of data. To

examine descriptive7 statistics7 such7 as7 average, default differences, frequency7

and7percentages. Tables, figures and charts were used for the display of data. Quantitative7

data7 was7 displayed using7 Pie-charts7 and7 bar7 charts7 while7 qualitative7 data7 results7

was7 presented7 using7 content analysis and histograms.

RESEARCH FINDINGS

Academic Performance

The study intended to find out the extent to which students’ respondents agreed with

statements regarding their academic performance. Table 2: Academic Performance

Statements Mean Std. Deviation

In all my lectures, I get ready 3.929 1.908

During every talk, I pay attention and listen 4.014 0.675

In every unit, I aim to obtain good scores. 3.693 1.456

I participate actively in every debate 3.822 0.432

When I notice technological issues, I get focused. 3.773 1.902

I like home studies and activities, since in every unit they help me develop my skills.

3.954 1.541

When I perform hard jobs, I make extra effort. 3.612 1.234

Problem resolution is a helpful pastime for me 3.886 0.932

The study found that the students paid attention and listened during every discussion to a

great extent as shown by a mean score of 4.01, the students enjoyed home studies and

activities because they helped them improve their skills in every unit to a great extent as show

by a mean score of 3.95, the students made themselves ready in all their lecturers to a great

extent as show by a mean score of 3.92, solving problems was a useful hobby for the students

to a great extent as show by a mean score of 3.88, the students actively participated in every

discussion to a great extent as show by a mean score of 3.82, the students gained focus when

they saw technical problems to a great extent as show by a mean score of 3.77, the students

wanted to get good grades in every unit to a great extent as show by a mean score of 3.69 and

the students exerted more efforts when they did difficult assignments to a great extent as

show by a mean score of 3.61 as shown in table 2.


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The findings were in line with Andrade (2016) who stated that a number of research were

conducted to identify and analysis the many elements which impact the academic

performance of students in different learning facilities. The findings of these students identify

the effort, the past education, parent education, family income and self-motivation, student

age, learning preferences, attending classes and entry qualifications as factors that have a

significant effect on the academic performance of students in different environments.

Catherine (2015) also discovered a substantial influence on the academia performance of the

parents, particularly those with high incomes. A positive atmosphere for the académic

performance was also identified as a determining factor (MolokoMphale & Mhlauli, 2014).

The academic performance of pupils was affected by the available learning resources,

competence of instructors and the environment in which a school is located, therefore,

Maganga (2016), Nghambi (2014) and Osei-Mensah (2012). In addition, the personalities of

students, personal objectives and motivation, as well as instructor support and teaching

experience, impact the academic performance of students substantially (Ulate & Carballo,

2011).

The Influence of Relational Factors on the Academic Performance

The first7 objective7 of7 the7 study7 was7 to7 establish7 the7 influence7 of7 relational

factors on the academic performance of first-year students7 in7 Kenyatta7University, Nairobi

County. The respondents were asked to indicate the extent7 to7 which7 they7 agreed7 with7

several7 statements7 concerning the influence of relational factors on their academic

performance. A scale of 1-5 was provided as follows: (17= strongly7disagree, 27=disagree7,

37=moderate7 47=agree7 and7 57=strongly7agree). The findings were as illustrated in the

table 3. Table 3: Extent to which Relational Factors affect Academic Performance

Mean Std. Deviation

My friends give me a sense of belonging and this makes me feel loved, hence improves my academic performance

3.224 1.242

Belonging to a group builds my sense of identity which in turn improves my confidence to excel in academics

3.620 0.630

Peer groups influence my short and long-term education plans 3.650 0.714 The influence of my peers on my decision making affects my academic work

3.728 0.954

The security I get from relation groups in the University contributes to the improvement of my academic performance

3.735 0.653

Difficulty accepting support from teachers and others affect my academic work

3.749 0.514

Uncontrolled freedom affects my time management skills and this affects my studies.

3.812 0.678

As per the findings, the mean values for the responses varied from 3.2-3.8 which showed that

the respondents to a great extent, agreed with the statement on the extent to which relational


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factors influence the academic performance of first-year students in Kenyatta University,

Nairobi County. Uncontrolled freedom affects their time management skills and this affects

their studies had the highest mean of 3.812 and a standard deviation 0.678. This was followed

by difficulty, accepting support from teachers and others affect their academic work which

had a mean of 3.749 and a standard deviation 0.514. The security they get from relation

groups in the University contributes to the improvement of their academic performance had a

mean of 3.735 and a standard deviation 0.653. The influence of their peers on their decision

making affects their academic work had a mean of 3.728 and a standard deviation 0.954. Peer

groups influences their short and long-term education plans had a mean of 3.650 and a

standard deviation 0.714. Belonging to a group builds my sense of identity which in turn

improves my confidence to excel in academics had a mean of 3.620 and a standard deviation

0.630. Their friends give them a sense of belonging and this makes them feel loved, hence

improves their academic performance had a mean of 3.224 and a standard deviation 1.242.

The findings imply that the academic performance of first year students is significantly

affected by relational factors.

The study also found out from the key informants that first year students experienced various

relational challenges. In the beginning, the social environment at university can often cause

anxiety, particularly during first year students. While some students automatically leave, most

of them have to fight to build social relationships. Some kids may find themselves isolated or

removed from events for fear of humiliation, judgment or fear of refusal. In their research,

Oseguera and Rhee (2019), Ramsay et al. (2017) emphasize the importance of interactions

amongst university students. In the first year of their university experience, they discovered

that students require help during transition periods. University students must be able to

perceive that their university environment supports them to minimize stress in the transition

to a demanding setting. Some people identify themselves as shy and don't feel that they can

join others.

One student said; “I always feel shy to mingle with old students and I prefer staying in my

hostel room all weekend than going to clubs.”

New students who have left their familiar culture and live in a new setting are likewise

affected by culture. Moreover, while new students may have had a great popularity in their

high schools, their successes for the university community could be difficult to join the social

groups of university students. For example, failure to adapt to culture can lead to social

isolation and contribute to stress, sadness and loss of interest in learning and communicating

with peers. Some students choose to stay or go to the library rather than to walk up and

introduce themselves to other pupils. The student feels lonely and isoliated, overwhelmed by

the lack of companionship and peer support. Depression occurs in many cultures, with

industrialized countries having greater rates than emerging countries (Kessler and Bromet,

2013).

Peer pressure is a challenge faced by these students whereby they are pressured into

indulging in activities that may negatively affect their academic performance in the long-run.

For instance, uncontrolled partying; It's not an issue to party in itself. Parties have been


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organized to give students a nice time. Some parties may, however, present difficulties. There

may be too much alcohol and life-threatening conditions. Sex can spread the illness without

the appropriate safeguards. University students are described as driving forces for the

expression of sexuality, because young people are exposed to new experiences such as

alcohol and other medicines, are under pressure from their peers and face new circumstances

that have previously been banned or impeded (Borges et al, 2015).

Students who have no connection to a topic in academic education and acquire special

knowledge or experience in the promotion of circumstances in education and preventing

academics look the first time to be the most prone to select safer sex practice. It is important

that we realize that sexual habits endure in the lifetime, since it may contribute to particular

activities of higher education facilities, to safe conduct and formal knowledge regarding

sexuality, for example prevention of early pregnancy and sexually transmitted illnesses. The

psychological problems facing students need to be recognized in order to give subsidies to

minimize vulnerability and environmental exposure (Sílvia et al. 2016).

Peer pressure may also affect students’ academic performance because they more often tend

to pull away the students from class to leisure activities so as to fit in. This finding is

supported by (Frank et al., 2015, Burns, 2003) who found that peer approval leads to pro-

social behavior. For instance, it may result in a student mucking around with friends in town

and not doing assignment and private study. Priority is therefore given to having fun instead

of concentrating on one’s academic work and that7 moral7 reasoning7 and7 perspective7

taking7 often7 regarded7 as7 the7 cognitive7 dimension7 of7 empathy7 is7 linked7 to7 the7

development7 of7 pro-social7behavior.

The problems related to relationships also affect students in their first year. There are

excellent relationships, but they may be incredible. There are instances when a pair have a

discrepancy or problem in every relationship. Disagreements between spouses can distract

kids from work at school and increase stress. Break-ups may lead some students to despair

even further. These results are consistent with (Nasrin, 2010), which advised university

students to confront numerous issues such as family separation, entry to a new environment

and adjustment to educational standards lead to high levels of depression.

One of the respondent stated; ‘I had suicidal thoughts not once when I realized my then third

year boyfriend had broken up with me’

The results agree likewise with those of different academics, such Allensworth & Easto

(2017), who found that the likelihood of pupils who are closely related to instructors and

classmates is higher. Quillian and Campbell (2013) also claim that peer approbation in

various fields of a child's life leading to pro-social conduct, including academics. This in turn

affects the child's self-esteem, which has numerous social effects. Students in the first year

expressed less knowledge about the social environment that might lead to retirement from the

university. Pike and Kuh (2015) observed that students in the first year are less likely than

other years to have a social and academic commitment. Gardner (2016) said the effective

academic and social adaptation of first-year students may foster learning, growth and

http://frontiersin.org/people/u/223022


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conservation Kuh (2013) found that intellectually and socially engaging university

environments increase achievement.

The Influence of Emotional Stability on the Academic Performance

The second objective sought to determine the influence of emotional stability on the

academic performance of first-year students in Kenyatta University, Nairobi County. Again,

several statements on emotional stability and academic performance were identified and the

respondents were required to rate the extent to which they applied to them using 17=

strongly7disagree, 27=disagree7, 37=moderate7 47=agree7 and7 57=strongly7agree.

Table 4: Extent to which Emotional Stability affects Respondents Academic Performance

Mean Std. Deviation

Meeting new people affects my ability to concentrate in class 3.371 0.751 Anticipating Exams frustrates and makes me feel depressed 3.579 0.751 Feeling overwhelmed or helpless interferes with my academic work 3.579 0.707 My academic performance is affected by frustration brought about by my fear of some lecturers.

3.613 0.671

Feeling lonely or isolated makes me lose focus on my school work 3.655 0.687 Worries of being in a new environment affects my academic performance 3.711 0.769 Trimester exams make me anxious and this affects my school work 3.826 0.653 Being denied a chance to choose a course of my choice frustrates me and this affects my grades

3.904 0.705

As indicated in Table 4, the mean values for the responses varied from 3.37-3.90 which

showed that the respondents agreed to a great extent with the statements on the extent to

which emotional stability influences their academic performance.

Specifically, the respondents agreed that being denied a chance to choose a course of their

choice frustrates them and this affects their grades had a mean of 3.904 and a standard

deviation 0.705. Trimester exams make them anxious and this affects their school work had a

mean of 3.826 and a standard deviation 0.653. Worries of being in a new environment affects

their academic performance had a mean of 3.711 and a standard deviation 0.769. Feeling

lonely or isolated makes them loose focus on their school work had a mean of 3.655 and a

standard deviation 0.687. Their academic performance is affected by frustration brought

about by their fear of some lecturers had a mean of 3.613 and a standard deviation 0.671.

Feeling overwhelmed or helpless interferes with their academic work had a mean of 3.579

and a standard deviation 0.707. Anticipating Exams frustrates and makes them feel depressed

had a mean of 3.579 and a standard deviation 0.751. Meeting new people affects their ability

to concentrate in class had a mean of 3.371 and a standard deviation 0.751. The findings

portray that emotional factors that affect the academic performance of first year students are

as a result of the lack of freedom to choose their course of interest, exams as well as fears

emanating from various factors such as new environment, lecturers, loneliness and feelings of

helplessness.


334 | P a g e

The dean of students said, “Students in their first year face various challenges that include

homesickness as a common struggle for many students. What often hurts about being

homesick is not simply that the student is away from home, but rather that he or she hasn’t

made Kenyatta University another place to call home. Returning home often (or focusing on

wanting to be back home) can keep the homesick student from creating familiarity. The dean

of students interviewed confirmed that this is often the case.”

Another emotional challenge student face is academic workload. Most of respondents

reported that 76 percent were not prepared for university work and do not follow up on all

tasks and homework. You must read and write a lot and should comprehend the materials of

the course. Students are no longer regarded like children who are reckless; they are treated as

people with duties. Furthermore, the academic challenge must be autonomous in time

management.

There is a growing worry that the expectations and hence insecurity about the possibilities for

jobs will not be met. The difficulties are typically depressing and/or anxious and these

reactions can occasionally be serious and/or long term and need active treatment. Depression

and anxiety can influence both interpersonal and social and academic processes (Alawia,

2012). Some students may have serious anxiety during examinations. They may be anxious

and find that they have difficulties concentrating, hyperventilating and sweating. Since worry

is a learning answer, however, it can be unlearned as well. This is a far broader approach than

anxiety, according to Dave (2018), thus it is feasible to conceive difficult tests due to their

own qualities or functions without having to deal with perceived concern and excitement.

Other common experiences are that you feel disconnected from others, you struggle to

develop habits like time management, prioritize, and stay healthy, meet academic demands

that are more difficult than expected.

The emotional challenges affect students’ academic performance in majority of the cases

negatively. This is because the students try to find coping mechanisms that pull them further

away from concentrating on their academic work. For example, by initially testing alcohol

and/or drugs, recreation or binge consumption, students develop dependence problems,

something with which some students want to explore. If excessive usage can result in change

in personality, degraded focus (university decline) and social difficulties. Furthermore, some

students could cheat with the belief that they won't get discovered (copying assignments from

online sites). The consequences of such a choice are poor academic performance due to

quality issues or punishment for being caught considering the side effects of punishment and

its harmful consequences on students’ behaviors and future life (Alawia, 2012). These

findings are similar to what Pike and Kuh (2015) reported that first-year students were less

likely to be socially and academically engaged which may not be common in other years.

Strategies to Overcome Psychosocial Challenges affecting Academic Performance

The key informants further explained that various skills are important for a student to have a

successful educational experience including, time management since students getting to


335 | P a g e

college may not be accustomed to taking responsibility for their own schedule. In addition,

students in the first year must establish adequate schedules and provide enough time to study.

Confidence and communication are another essential ability. Students in the first year should

not be afraid to talk to others, be introduced and work on a variety of campus community

projects. This means that pupils in the first year should be visible to others. In relation to

academic work, confidence and communication help in students seeking clarification

whereby they should ask professors and tutors for help and clarification. According to the

majority 76% of the student respondents, most college professors are rather friendly and

willing to help a student (Barefoot, 2015).

In addition to trust in one's understanding, critical thinking is a crucial skill for first-year

students. The critical thinking characteristics described by Warren (2015) include examining

factual claims, assumptions, remarks, comparisons and contrast of works, finding

clarification or challenges, as well as keeping the claims open, sensitive, determined and

open-minded. Warren characterizes critical thinking as an element of reflection, with the

three parts critical and creative thought and understanding of information. The knowledge is

more deeply integrated into cognitive awareness, and encourages a good decision by

assessing and evaluating friendships, relationships, and social activities.

The Key Informants (Dean of Schools) further revealed that the University has implemented

some programs to help students cope with the challenges they face in their first year. They

said that programs include: Psychological evaluations and evaluations, time limitation

treatments, emotional support, personal development groups or referrals to external psychic

services typically include student counseling services that are given. It is of utmost

significance that any information provided by the student is absolutely secret and ethical. It is

important to share the information with trusted third parties only in exceptional instances

(i.e. if there is a serious threat of a student damaging himself or others). This is explained at

the initial counseling session to the student. Counselling offers a chance to look at broad

developments such as job choices, study behaviours, routine changes, connections, identity

and self-conception.

In addition, social interaction is usually suggested to assist solitude and relationship issues.

This means that students are encouraged to engage in intellectual, cultural and sports

activities. Extracurricular activities are available to supplement the academic program and

increase the educational experience of the student. Additional academic engagement can

improve training, i.e. coping, problem solving and time management abilities. University peer

networks also have a major impact on personal growth, whereas students, who are solely

concerned with home buddies, tend to experience greater issues with adjustment (Barefoot,

2015). The findings are comparable to those of Barefoot in 2015, where institutions have

established transition programs ranging from information guidance sessions during the initial

university days to organized, clinical treatments of at-risk students to ease transfer to the

university.

Barefoot et al. 2015 supported the findings, arguing that there was a lot of attention given to

first-year experiential programmes: teaching and staff consultations, first-year student

training opportunities and even first-year professorial courses. These programmes, shown to


336 | P a g e

improve student performance in their first year, give students with the opportunity to engage

in an informal style and provide much-needed social support. While promising, they stress

strongly the role that First and High-Class peers may play in aiding the transfer of pupils to

university, while not analyzing carefully the faculties or staff-led programs. Research has

previously shown that peer contacts increase university performance of the students in the

first year and develop leadership qualities.

Conclusions

This study concluded that the first-year students face multiple difficulties concerning

relational and emotional issues. This is done by encouraging students to engage in any

academic, cultural and sporting activities. The university also offers orientation programs for

students before joining the university. The institution provides its culture on students’ advice

concerning entering the university. To enhance the effectiveness and efficiency of the

programs in place, the University has taken measures to widen the scope of their focus in

future by providing programs during the orientation week for first year’s students to get to

know each other and familiarize themselves with the environment.

It was observed that tactics were employed in the institution, which was to provide first-year

students with guidance programs before entering university. They were so encouraged to

participate in scholarship, culture and sports. These workshops complement the academic

curriculum and improve the educational experience of the learner.

This research aimed to evaluate the effect on academic performance of students from

relationship and emotional variables. The study revealed that the variables impact the

academic performance of pupils significantly. It may be concluded that displaying positive

attitudes and the interaction between students and teachers can successfully improve

education and learning for good academic achievement in universities.

Recommendations

Based on the results of the investigation, the following suggestions were made:

i. These findings will help the management of the universities and university counselors

in the assessment of the specific barriers of learning among the first-year students.

This will in turn help to remove barriers that influence many first-year students from

achieving their full potential.

ii. Lecturers need to exhibit more leadership, friendly and understanding behavior in

their interaction with students’ so as to enhance their academic performance

positively.


337 | P a g e

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